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ISBN: 9789400700130

What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generali… Plus…

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[EAN: 9789400700130], Used, good, [SC: 7.67], [PU: Springer Netherland], VISUAL THINKING AND REASONING,VISUALIZATION DIAGRAMS,MATHEMATICAL REASONING,GEM519,UNDERSTANDING MATHEMATICAL OBJE… Plus…

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ISBN: 9789400700130

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Détails sur le livre
Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters
Auteur:
Titre:
ISBN:

9789400700130


What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author's longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author's reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon - that is, seeing the visual in the symbolic and the symbolic in the visual."

Informations détaillées sur le livre - Toward a Visually-Oriented School Mathematics Curriculum by Ferdinand Rivera Hardcover | Indigo Chapters


EAN (ISBN-13): 9789400700130
ISBN (ISBN-10): 940070013X
Version reliée
Livre de poche
Date de parution: 2011
Editeur: Ferdinand Rivera
316 Pages
Poids: 0,620 kg
Langue: eng/Englisch

Livre dans la base de données depuis 2009-09-03T01:34:46+02:00 (Zurich)
Page de détail modifiée en dernier sur 2022-11-22T12:21:27+01:00 (Zurich)
ISBN/EAN: 9789400700130

ISBN - Autres types d'écriture:
94-007-0013-X, 978-94-007-0013-0
Autres types d'écriture et termes associés:
Auteur du livre: rivera, may ferdinand, caldwell, ferdinand springer, eyes
Titre du livre: school, curriculum, rivera, visually, mathematics theory and practice

Données de l'éditeur

Auteur: Ferdinand Rivera
Titre: Mathematics Education Library; Toward a Visually-Oriented School Mathematics Curriculum - Research, Theory, Practice, and Issues
Editeur: Springer; Springer Netherland
316 Pages
Date de parution: 2010-12-23
Dordrecht; NL
Imprimé / Fabriqué en
Langue: Anglais
109,99 € (DE)

BB; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Fachspezifischer Unterricht; Verstehen; Mathematical Reasoning; Understanding Mathematical Objects; Visual Thinking and Reasoning; Visualization and Diagrams; Visualization in Symbol Making; gem519; Mathematics Education; Data and Information Visualization; Mathematik; Informationsvisualisierung; BC

What does it mean to have a visual representation of a mathematical object, concept, or process? What visualization strategies support growth in mathematical thinking, reasoning, generalization, and knowledge? Is mathematical seeing culture-free? How can information drawn from studies in blind subjects help us understand the significance of a multimodal approach to learning mathematics? Toward a Visually-Oriented School Mathematics Curriculum explores a unified theory of visualization in school mathematical learning via the notion of progressive modeling. Based on the author’s longitudinal research investigations in elementary and middle school classrooms, the book provides a compelling empirical account of ways in which instruction can effectively orchestrate the transition from personally-constructed visuals, both externally-drawn and internally-derived, into more structured visual representations within the context of a socioculturally grounded mathematical activity. Both for teachers and researchers, a discussion of this topic is relevant in the history of the present. The ubiquity of technological tools and virtual spaces for learning and doing mathematics has aroused interest among concerned stakeholders about the role of mathematics in these contexts. The book begins with a prolegomenon on the author’s reflections on past and present visual studies in mathematics education. In the remaining seven chapters, visualization is pursued in terms of its role in bringing about progressions in mathematical symbolization, abduction, pattern generalization, and diagrammatization. Toward a Visually-Oriented School Mathematics Curriculum views issues surrounding visualization through the eyes of a classroom teacher-researcher; it draws on findings within and outside of mathematics education that help practitioners and scholars gain a better understanding of what it means to pleasurably experience the symmetric visual/symbolic reversal phenomenon – thatis, seeing the visual in the symbolic and the symbolic in the visual."
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